In Within-Team Jigsaw, each student on the team is given a balanced different section of the text to be read and analyze. Later, as an expert the student
explains what heshe have learned to the other team member while the other team member take notes on the material that the expert explain.
Based on the explanation above, it can be synthesized that Within-Team Jigsaw is one of Jigsaw variations that developed by Kagan that does not
reconstruct the curriculum and also does not include extrinsic rewards or points. This variation require student to master their part individually by reading and
analyzing their part and later explain to the other team member.
4. Principles of Jigsaw
In applying Jigsaw group work in the classroom, most researchers agree that to be truly cooperative, learning should consist of key elements, which are:
a. Positive interdependence. This requires each pupil in a small group to contribute to the learning of the group. Pupils are required to work in a way so
that each group member needs the others to complete the task. It is a feeling of ‘one for all and all for one’.
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b. Individual accountability. This means that each member of the group is accountable for completing his or her part of the work. It is important that no
one can ‘hitchhike’ on the work of others. It requires each pupil in the group to develop a sense of personal responsibility to learn and to help the rest of the
group to learn also.
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c. Small Heterogeneous Group. Group needs to be small in order to provide maximum opportunities for oral interaction. The group also should be
organized into heterogeneous group for optimum learning. d. Purposeful talk. Students need opportunities to explore, practice, and
understand ideas through oral interaction. Oral interaction will help students to get and understand other members’ ideas.
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Jolliffe, op.cit., p. 3.
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ibid.
5. Procedures of Jigsaw Technique
To run a Within-Team Jigsaw, firstly the teacher should divide the class into group of four or five depending on the quantity of the material that will be
learned in the class. Each students on the team is given different section of the text or material that consisting different but related material with another team
member. Later, every member of the group read and analyze their part of the
material individually and try to get as much notes as possible to be explained later to the other team member. After reading the material, each member should answer
the questions that provided to ensure their understanding on the material. Lastly, each team member as an expert explains their mastered material to
the other team member in certain amount of time. While the expert explaining their material, other team member take notes to get an understanding from the
expert. After every team member got their turn to explain the material, the material parts that are given by the teacher should be submitted back to the
teacher.
6. Advantages of Jigsaw Technique
Teachers and students can attain some advantages if Jigsaw technique is applied in the classroom activities. Carolyn Kessler as quotes from Aronson
identifies many advantages of Jigsaw, such as:
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a. Jigsaw provides an excellent learning environment for the acquisition of language through relevant content.
b. Jigsaw activity allows teachers to use several texts or information sources at different level of linguistic or conceptual difficulty in one class.
c. Jigsaw activity allows teacher to maintain the development of students’ academic skills through carefully structured reading and writing activities.
d. Jigsaw provide opportunities for students to work in racially and culturally mixed groupings
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Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book, New Jersey: Prentice Hall, 1992, p. 137.
